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Les Chaînes Youtube Culturelles Et Scientifiques Francophones Potentiellement Adaptées À Un Usage Éducatif Ce document recense les chaînes YouTube culturelles et scientifiques francophones potentiellement adaptées à un usage éducatif. Les chaînes sont rangées par discipline et chaque entrée indique le nom de la chaîne, cliquable, des mots-clefs, et sa description. L’inventaire des chaînes Youtube culturelles et scientifiques francophones a été réalisé par Mathilde Hutin, avec le soutien de la Délégation générale à la langue française et aux langues de France, ministère de la Culture Les chaînes YouTube culturelles et scientifiques francophones Ce document est librement mis à disposition selon les termes de la Licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International. - https://creativecommons.org/licenses/by-nc/4.0/deed.fr Document mis à jour périodiquement. Dernière mise à jour : novembre 2018. Les chaînes Youtube culturelles et scientifiques francophones DGLFLF, Ministère de la Culture Les chaînes Youtube culturelles et scientifiques francophones Délégation Générale à la Langue Française et aux Langues de France (DGLFLF) Ministère de la Culture AVANT-PROPOS Contrairement à ce que la mondialisation et l’ère numérique pourraient laisser à penser, l’anglais n’est pas la seule langue d’Internet, y compris des contenus de divertissement et de culture. En témoigne le succès pharamineux toujours grandissant des chaînes de vulgarisation francophones sur YouTube, qui allient généralement rigueur et humour pour expliquer des thèmes précis de diverses disciplines. Le fait est qu’aux côtés de vulgarisateurs professionnels comme Mickaël Launay (mathématiques), Florence Porcel (astronomie), Tania Louis (biologie), Léo Grasset (biologie), François Theurel (cinéma), Gildas Leprince (géographie), Romain Boussot (lettres) ou Romain Filstroff (linguistique), le YouTube francophone jouit d’une constellation de vidéastes scientifiques et culturels au talent indéniable comme, pour ne citer que les plus suivis, David Louapre (généraliste), Viviane Lalande (physique), Hugo Travers (actualités) ou Guillaume Fabius et Chloé Bruneau (histoire de l’art), etc. Si des collectifs respectables comme la Vidéothèque d’Alexandrie (généraliste), le Café des Sciences (sciences dites « dures ») ou Médiapason (musique) recensent les chaînes de qualité après une vérification minutieuse, aucun ne propose encore de typologie des chaînes scientifiques et culturelles francophones classées par discipline scolaire. C’est aujourd’hui chose faite puisque le présent document liste plus de 350 références sélectionnées rangées par domaines de recherche : littérature, langue, histoire, géographie, éducation civique, philosophie, économie, mathématiques, physique-chimie, biologie, technologie, arts, sport et, pour ne pas laisser de côté les atypiques, culture générale. Trois derniers thèmes ont été ajoutés car il semblait qu’ils pouvaient présenter un intérêt transversal, qu’il s’agisse de psychologie, discipline souvent oubliée par les enseignements classiques dont la connaissance peut pourtant s’avérer utile pour le grand public, surtout adolescent ; de méthodologie, dont la maîtrise est nécessaire dans toutes les disciplines ; ou d’enseignement primaire, pour initier les plus jeunes. Si les contenus creux ou anti-scientifiques ont été écartés autant que faire se peut, la ligne entre contenus proprement pédagogiques et contenus plus légers est particulièrement délicate à tracer. Certains vidéastes, notamment, proposent des contenus riches sans avoir la prétention d’animer une chaîne culturelle, tandis que d’autres, à l’inverse, se situent davantage dans l’enseignement proprement dit que dans la médiation grand public. Se pose alors la question du positionnement des créateurs : se considèrent-ils comme pédagogues ou comme récréatifs ? considèrent-ils leur contenu comme du matériel scientifique et si oui, le traitent-ils effectivement comme tel ?... Si elles peuvent paraître anodines, ces questions sont en réalité loin de l’être et posent des problèmes de fond sur la manière dont l’information est traitée et transmise. Elles posent notamment le problème épineux des sources : le créateur en a-t-il utilisé pour écrire sa vidéo ? Sont-elles explicitement citées en description ? Etc. La solution à ce problème est double. D’abord, il est indiqué dans cette base de données, autant que faire se peut, s’il s’agit : d’un vlog (qui relève généralement du récit plus ou moins spontané et du retour d’expérience personnelle), de vidéos de sensibilisation (qui abordent des sujets importants mais sans forcément mettre en avant un bagage scientifique pointu), de vidéos de vulgarisation (dont les créateurs sont généralement assez rigoureux et citent leurs sources) ou de vidéos d’enseignement (dont les chaînes sont construites un peu comme un cours). Ces quatre types de vidéos ont chacun leur intérêt et n’apportent pas les mêmes informations avec le même degré de précision, ni de la même manière. Cette diversité est une richesse car elle permet d’envisager d’intéresser tous les publics aux mêmes sujets, mais par des discours Les chaînes Youtube culturelles et scientifiques francophones DGLFLF, Ministère de la Culture adaptés aux sensibilités de chacun. Les chaînes consacrées exclusivement à de la chronique d’œuvres, qu’il s’agisse de livres, de films ou de jeux vidéo n’ont pas été incluses : ces vidéos-chroniques sont généralement très ancrées dans le sensible et, pour intéressantes qu’elles soient, n’offrent généralement pas de propos culturel autre que celui de traiter d’un produit lui-même (plus ou moins) culturel. Le deuxième pan de cette solution est la médiation. D’abord, la médiation du contenu lui-même : le référencement ici présenté a ouvertement vocation à fournir du matériel original pour hameçonner l’intérêt des apprenants, initier une discussion en formation ou en classe ou compléter un sujet traité, mais ne peut se substituer au travail du professeur, formateur ou médiateur ni remplacer un cours. Ensuite, la médiation indirecte que peut constituer une éducation aux médias et à l’esprit critique. Il est central, en effet, que les contenus ne soient jamais pris pour argent comptant : YouTube reste une plateforme d’Internet et, à ce titre, il convient d’être vigilant. Cette médiation est essentielle et le rôle du médiateur ou de la médiatrice ne saurait être assez souligné : c’est à lui ou elle que revient la charge de construire autour d’une vidéo le discours permettant aux apprenants de retenir la bonne information. Ce document sera mis à jour régulièrement pour tenir compte des évolutions des contenus disponibles sur cette plate-forme. Références complémentaires Sur le sujet des pratiques numériques chez les adolescents, je recommande le numéro 143 de la revue Lecture Jeune : « Les jeunes et les inégalités numériques » (septembre 2012) : http://www.lecturejeunesse.org/livre/les-jeunes-et-les-inegalites-numeriques-actes-du-colloque-du-7- juin-2012-organise-par-lecture-jeunesse-septembre-2012/ Sur le sujet de l’usage d’Internet et ses effets sur les adolescents, je recommande le numéro 126 de la revue Lecture Jeune : « A l’heure du virtuel » (juin 2008) – bien que de nombreuses analyses seront peut-être un peu obsolètes plus de dix ans plus tard : http://www.lecturejeunesse.org/livre/a-lheure-du- virtuel-n126-juin-2008/ Pour découvrir toujours plus de nouvelles chaînes, la plateforme Youdeo est un réseau social français entièrement dédié au partage de création vidéo YouTube, bien que pas uniquement culturelles ou scientifiques. Pour en savoir plus sur la situation des vidéastes vulgarisateurs francophones, l’étude de Tania Louis (@SciTania) de 2016 est en ligne et sera bientôt reconduite pour une mise-à-jour en 2018. Le podcast de Viviane Lalande (Scilabus) et Léo Grasset (Dirty Biology) intitulé Youtalks est également très intéressant pour avoir un regard « de l’intérieur » sur la vulgarisation sur YouTube et, plus largement, sur Internet. Enfin, le mémoire de Chloé Bruneau (Muséonaute) intitulé La Vulgarisation culturelle sur YouTube, revient sur les pratiques des internautes par le prisme d’une « enquête de terrain digital » et se demande pourquoi et comment vulgariser sur cette plateforme au fil d’entretiens avec 5 vidéastes. Les chaînes Youtube culturelles et scientifiques francophones DGLFLF, Ministère de la Culture Table des matières 1. Lettres et littérature ....................................................................................................................... 4 2. Langue française, langues et linguistique ................................................................................. 7 3. Histoire ........................................................................................................................................... 9 4. Géographie et géopolitique ....................................................................................................... 14 5. Société et éducation civique ..................................................................................................... 16 6. Philosophie et esprit critique ..................................................................................................... 20 7. Economie ..................................................................................................................................... 24 8. Mathématiques ............................................................................................................................ 25 9. Physique-chimie et astronomie ...............................................................................................
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